Instructional Coaching is a key part of achieving implementation fidelity with the Strategic Instruction ModelTM . Florida SPDG SIM is using several tools to assist with assessing coach readiness (Coaching Self-Assessment, Coaching Practice Profile) as well as impact of instructional coaching (Teacher Survey on Coaching).

A data placemat is a template for organizing the logical flow from professional development to improved teaching practices to improved student outcomes. Compiling these moving parts can be tricky and even messy. In Missouri, the data placemat has been provided to professional development providers as a structure for displaying data as well as an artifact for data-driven problem-solving.

Presenter: Ronda Jenson, PhD; Director of Research, University of Missouri-

Kansas City, MO SPDG

Target Audience: Professional Development Providers to reflect on their own data as well as with schools to assist data teams

Following completion of online modules and follow-up training in specific reading instruction strategies and skills, Site Coaches visit as teachers deliver a lesson, using the appropriate Strategy Implementation Checklist to take notes and facilitate a reflective conversation with the teacher following the lesson. The strategy checklists are also excellent tools to support teachers in planning their lessons to ensure all the key elements of the strategy are included.

Once a teacher has completed the coursework, the Fidelity of Instruction Checklist (FIC) is used by teachers, Site Coaches, and Lead Administrators as a tool for lesson planning, classroom visits, reflective conversations, and coaching toward incorporating vocabulary and comprehension instruction into content area lessons.

Ohio’s process coaches provide team and individual coaching to support systems change through the Ohio Improvement Process. This session will focus on the tools used and supports provided to develop and monitor process coaching skills in our coaches, specifically the Process Coaching Practice Profile, Observation Feedback Form, and PD structures.

The Instructional Coaching Evaluation in a 15-item online survey to obtain feedback from coaching recipients regarding coaching behaviors and the use of Instructional Coaching principles. This session will provide an overview of the tool and its administration, the foundation of the tool from Instructional Coaching, and how the tool can be used to evaluate coaching practices.

The role of a Transformational Coach requires a unique skill set to support equitable systems change. CT’s SPDG has applied research and used lessons learned over the past four years to develop coaching model. An evaluative observational tool, reflective self-assessment, on-line training modules, and follow-up plans for connecting equity beliefs with coaching practices will be shared.

Presenter: Michelle LeBrun-Griffin, CT SPDG Coordinator

Target Audience: Those working to support development of External and/or Internal Coaches

The Classroom Check-Up (CCU) is a consultation model for coaching teachers to increase their use of effective teaching practices with a focus on classroom management. This session will define specific procedures for implementing the CCU and highlight how it provides data and structure to inform feedback loops and action planning at the classroom level.

This presentation will review the new coaching model being used in Idaho. It is a blended model that will include on-site visits, conference calls, and virtual meetings in multiple platforms. This is a model that is built to reach districts that are rural or otherwise unable to travel to receive ongoing coaching and support as well as decrease costs associated with travel for coaches.

Presenters: Alayna Gee, NBCT, MTSS Coordinator, ID

Dr. Cari Murphy, SPDG Evaluator

Target Audience: This tool is targeted toward SPDG directors as a different way of looking at coaching and reaching districts and schools involved in their SPDG efforts.

Using real-time data to measure implementation of evidence-based practices can help classroom teachers and school teams more quickly determine next steps for their students particularly students with disabilities in a multi-tiered system of supports. This session shares development and will surface questions in terms of usability and next steps.

Sustained shared expectations while preparing and mentoring TVI and COMS across state lines.

Kansas relies on interstate partnerships to sustain quality Teachers of the Visually Impaired and Certified Orientation and Mobility Specialists across rural and “suburban” classrooms.

Kansas learners who are blind or visually impaired have increased access to quality instruction as a result of high rates of program completion and increased retention. Kansas TASN coordinators will describe key practices used with multiple audiences during recruitment, preparation and mentoring which establish shared expectations.

The purpose of this presentation is to describe how Ohio’s SPDG Project supports teacher-based teams’ use of data-based decision making through monitoring fidelity of implementation. The evaluation tool, the Teacher-Based Team Site Visit Protocol, was designed to measure the presence or absence of the core features of the set of practices comprising Ohio’s 5-step process for team-based instructional decision making. The Teacher-Based Team Site Visit Protocol was developed as a permanent product review.